Implementation
The National Curriculum 2014 and the Early Years Foundation Stage statutory framework 2017 provide the basis for our history curriculum, which is then tailored to meet the learning and developmental need of the children in our school.
Teachers will plan history using the newly developed progression of skills document which will allow children to build upon prior knowledge and understanding. Knowledge organisers will be developed and introduced for teachers and pupils to use for each topic for reference and assessment purposes. They will map out the knowledge, vocabulary and skills needed to master the concepts.
In class 5, the history curriculum is organised so that the children learn about a prehistoric study in the autumn term, in order to solidify their knowledge of chronology. They then move on to a British history study in the spring term before learning about an ancient civilisation in the summer term.
In classes 6,7,8 and 9, the history curriculum is organised so that children learn about local or recent historical events or societies in the autumn term, they then move on to British history in the spring term before learning about an international or ancient civilisation or event in the summer term.
Due to mixed classes, there are two cycles for classes 2, 3, 6, 7, 8 and 9 to ensure that all children are taught all of the history objectives in their journey throughout key stage 1 and key stage 2.
Impact
Children will:
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possess a secure understanding of the chronology of the British Isles and other important periods of history
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be able to differentiate between source types, use historical evidence to form their own opinions and interpretation of the past and explain how interpretations in history may differ
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become increasingly critical and analytical thinkers with the ability to debate, discuss and communicate their ideas and opinions with a wide range of historical terminology
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become increasingly aware of how historical events have shaped the world that they currently live in
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have a further understanding of history within the local community
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be able to make connections between different periods of history that they have studied
Overview
Progression
EYFS
Theme Organisers Cycle 1
class-2-3-how-has-food-changed-in-the-last-100-years
class-2-3-how-have-women-displayed-bravery-throughout-history
class-2-3-why-is-the-gunpowder-plot-significant-in-british-history
class-4-how-has-our-school-changed-since-the-1960s
class-4-how-have-women-impacted-history
class-4-why-is-the-great-fire-of-london-significant-in-british-history
class-5-how-did-britain-change-from-the-stone-age-to-the-iron-age
class-5-what-impact-did-the-romans-have-on-britain
class-5-why-are-the-lives-of-the-ancient-egyptians-significant-still-today
class-6-7-how-does-mayan-society-compare-to-british-society
class-6-7-what-were-the-causes-of-the-viking-and-anglo-saxon-struggle-for-the-kingdom-of-england
class-8-9-how-does-society-in-the-kirat-dynasty-compare-to-british-society
class-8-9-why-was-the-great-plague-a-significant-turning-point-in-british-history
class-8-9-why-was-ww2-a-significant-turning-point-in-british-history
Theme Organisers Cycle 2
class-2-3-how-has-royalty-changed-between-the-19th-century-and-the-21st-century
class-2-3-how-has-the-seaside-changed-from-the-1800s-to-today
class-2-3-why-is-the-gunpowder-plot-significant-in-british-history
class-4-how-has-our-school-changed-since-the-1960s
class-4-how-have-women-impacted-history
class-4-why-is-the-great-fire-of-london-significant-in-british-history
class-5-how-did-britain-change-from-the-stone-age-to-the-iron-age
class-5-what-impact-did-the-romans-have-on-britain
class-5-why-are-the-lives-of-the-ancient-egyptians-significant-still-today
class-6-7-how-did-the-ancient-greeks-impact-the-western-world
class-6-7-how-significant-are-the-anglo-saxons-to-british-history
class-6-7-why-was-the-industrial-revolution-a-significant-turning-point-in-british-history
class-8-9-how-did-the-tudors-impact-british-history
class-8-9-how-has-crime-and-punishment-changed-from-the-5th-century-to-the-modern-day
class-8-9-why-are-the-lives-of-the-sumerians-significant-still-today